Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573922
Title: Students' voices in the context of integrated arts curriculum projects in three primary schools in Hong Kong
Author: Tsang, Ngo-Yin
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2011
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Abstract:
This thesis explores students' voices in the context of integrated arts curriculum projects in three primary schools in Hong Kong. With a postmodern orientation this study looks into students' views, experiences. performances and their interactions with the participating arts teachers in a freer space within the panoptic school buildings situated in the Hong Kong Chinese culture. The research questions for the study are: What are the primary students' views about integrated arts? How do the students create their work across the arts? How do the students interact with their teachers and peers in the Projects? What school features are created that support students' voices in this Projects" How do the students position the arts teachers and the researcher in the Projects') This study involved three Integrated Arts Projects (lA Projects) in three Hong Kong primary schools with forty-five students aged from ten to eleven in Primary 4 and 5. The students voluntarily joined these projects. which were not scheduled in their school timetable. Each lA Project was different in terms of the curricula, student groups, arts teachers, the participants' working styles and views on the arts. In each project, with a maximum of twelve sessions, each student group undertook creative work in the integrated arts on the themes and in the rooms of their own choice, and finally gave a presentation/performance in the last session. Throughout the projects, the participating arts teachers tried to make as little intervention as possible in students' creative processes. This practice was not common in regular school days. In formed by the postmodernist philosophical assumptions of this research, students' experiences and understandings in these projects were explored by the Mosaic Approach, which consists of multi pie research methods. including established methods such as observations and group discussions, and creative methods such as student-led photography, mind journals. game Web and sticky-notes. These methods help deconstruct the students' voices in the Projects into small narratives. With the use of discourse analysis, the mosaic of students' voices merged and assembled, interweaving Hong Kong Chinese culture and postmodern thought. The analysis is in three chapters: Macro, Micro and Creative Work and Processes. The Macro is about the discussions of space. time. appearances: power/know ledge: power and resistance in the projects. The Micro is about the students' views about the roles of the participating arts teachers and the researcher (myself), and their views on the relationships between the arts. The final analysis chapter links students' creative work and processes to the analyses of the Macro and the Micro. The overall findings illustrate the tension between students' voices and the I-long Kong Chinese culture. Part Five presents the integration and synthesis of this research, including the implications for theory, methodology and practice in the creative arts. This study demonstrates the potential of heterotopias in supporting students' voices in the Integrated Arts Projects in the Hong Kong Chinese context. Furthermore, this study also demonstrates the use of the adapted Mosaic Approach to explore students' voices in the primary school context of Hong Kong.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573922  DOI: Not available
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